schools to take a zero tolerance approach in tackling classroom
disruption caused by a minority of pupils.
bad behaviour in schools, with permanent exclusions 25% lower than
1997, and pupil behaviour good in most schools most of the time.
However, a focus was also needed on the disruptive behaviour by a
minority of pupils that can prevent teachers from teaching and pupils
A minority of schools also required additional support in rigorously
enforcing clear, consistent discipline codes that were understood and
supported by pupils and parents. And while parents had a right to
expect their child to learn in a safe, undisturbed environment, they
also had a responsibility to support schools in tackling any
misbehaviour from their child.
She said that getting behaviour right in schools must be founded on
an approach which made it clear that there are boundaries and that
crossing those boundaries have consequences - a zero tolerance
approach, underpinned by:
* local authority directors to review schools where behaviour is
rated as unsatisfactory by Ofsted, and to develop action plans to
revamp their behaviour policies;
* Ofsted follow-up visits to every school where behaviour is rated as
unsatisfactory within 12 months to check on progress and ensure that
improvement is underway;
* a new drive by local authorities to use Parenting Orders to
reinforce parents' responsibility for dealing with their child's bad
* schools pooling expertise in new Foundation Partnerships, with
resources devolved to their control from the local authority, to
enable them to buy shared in-school or off-site support to remove
disruptive pupils from classrooms and nip their behaviour problems in
Addressing an audience of headteachers in Blackpool, she said:
'Behaviour is good in most schools most of the time. Often schools
are the most secure and stable environment in the communities they
serve. But any poor behaviour is too much and should not be
tolerated. We need to re-draw the line on what is acceptable.
'Good schools already have a strong school ethos and a policy on
behaviour that's respected by the whole school community because it's
clear, consistent and rigorously applied. This approach must be in
every school with any level of bad behaviour dealt with promptly and
'Equally, pupils who lack respect for themselves, respect for their
classmates, and respect for their teachers need to be made to take
responsibility for their own actions.
'Parents too must support the school's behaviour policy and not
automatically assume, when their child is punished, that their child
must be in the right and the school in the wrong. Where parents do
not take responsibility for their child's unruly behaviour, then it
is right that action is taken to ensure that they do, through
Parenting Orders administered by the courts.
'Every pupil and every teacher has the right to expect a safe, secure
and orderly classroom, so that teaching and learning can flourish.'
Mrs Kelly set out her ambition to see every secondary school being
part of a partnership to manage pupil behaviour by September 2007. In
return, new admissions protocols for hard to place pupils - which are
to be agreed by September this year for vulnerable pupil groups such
as looked-after children - need not apply to excluded pupils until
such time as schools have agreed arrangements with LEAs for
strengthening the support available to schools to deal with
disruptive pupils. However she said that she remained prepared to
consider legislation to ensure that admissions protocols are in place
everywhere, once the support infrastructure is in place.
This press notice applies to England.
1. The government is investing some£220m per year through the
Excellence in Cities initiative and Behaviour Improvement Programme,
* a major expansion of specialist Pupil Referral Units from 309 in
1997 to 452 today, providing almost double the number of places from
7,000 to 13,000 where excluded pupils have their bad behaviour
tackled and continue their education;
* 1,000 Learning Support Units, to help schools remove disruptive
pupils from classrooms early and nip challenging behaviour in the
* 10,000 learning mentors to work intensively with individual pupils
to overcome behavioural problems in schools;
* 17,000 children at risk of exclusion receiving intensive support
from more than 100 specialist Behaviour Education Support Teams;
* 370 police officers under the Safer Schools Partnership working
with pupils, teachers and the wider community to keep children in
school and out of trouble.